Running head: EDUCATIONAL SITUATION: TEACHING STUDENTS TO READ
Educational Situation: Teaching Students to Read
Monica R. Woods
University Of Phoenix
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EDUCATIONAL SITUATION: TEACHING STUDENTS TO READ
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Abstract
This paper discusses the impact of integrating learning theories in teaching children to read. It
will describe ways to employ elements of behaviorism, social cognitivism, and constructivism
theories to offer a literacy rich classroom environment. One of the most pleasurable moments in
life is having the opportunity to teach a child to read. Many of us enter into and/or remain in
teaching early education for this reason alone. Teachers involved in the early stages of literacy
witness the transformation of children taking the sounds of letters and symbols and producing
language that has meaning. Teachers that integrate learning theories recognize the importance of
addressing the learning style of the learner and providing meaningful instruction. Literacy is
primarily the most vital skill a child can learn in school (Pinnell, 2006). The ability to read opens
the door of one’s mind and offers limitless opportunities for children to travel anywhere on earth
without leaving their school or home. Children can travel the world simply by learning to master
the skill of interpreting visual symbols into sound.
EDUCATIONAL SITUATION: TEACHING STUDENTS TO READ
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Educational Situation: Teaching Students to Read
Teacher understanding of how children learn is the foundation of a solid teaching. The
quality of learning is diminished if teachers fail to base instruction on integrated learning theory
(Pinnell, 2006). Understanding how theory interrelates with curriculum is paramount to
developing the reading abilities of children. Such abilities can be difficult and challenging to
develop. Teachers must become experts with background knowledge in reading theories and
integrate theories into their instruction (Hall, 2009).
Behaviorist Reading Instruction
According to Gredler (2009) behaviorism makes three basic assumptions about learning.
They are
1. Observable behavior, rather than internal mental events or verbal reconstructions of
events, should be the focus of study, 2. Behavior should be studied in terms of its
simplest elements (specific stimuli and specific responses). 3. Examples of behavioral
reactions investigated by the early researchers include reflexes, observable emotional
reactions, and motor and verbal responses. The process of learning is behavioral
change. A particular response becomes associated with the occurrence of a particular
stimulus, and occurs in the presence of that stimulus (p. 37).
Behaviorism is based on behavior that is observed and is defined by several agreed upon laws.
Behaviorism uses reinforcement techniques that are both positive and negative. Such techniques
can be very effective in a classroom of students with identified disorders which include autism,
anxiety disorders and other antisocial behavior. The behaviorist teachers use a system of reward
or punishment for student behaviors. This would include employing a rewards chart for student
progress in learning phonics and saying letters and/or words correctly. It may also include a
EDUCATIONAL SITUATION: TEACHING STUDENTS TO READ
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negative consequence for students who fail to participate or rehearse phonics drills. Behaviorist
reading instruction may also include read alouds and oral modeling of pronunciations of letters,
words, or sentences, which would require students to repeat after the teacher. Teachers are wise
to select book titles that are relative and engaging to appeal to the emotional life of the students.
Such emotional reaction is an example of Watson’s conditioning with behaviorism (Gredler,
2009). Gredler states, “an essential step in developing the appreciation of literature, art, science,
and other subjects is that of associating students’ early experiences with positive reactions.” (p.
44)
Social Cognitive Reading Instruction
Social cognitive theory addresses the learning process between stimuli and response as
the learner imitates modeled behavior (Gredler, 2009). The assumption of a teacher using the
social cognitive approach to reading is that the students’ attitudes towards reading are affected by
the student’s self-efficacy. In other words, how the student observes him or her self, or responds
to his or her academic performance. Social cognitive teachers give students many opportunities
to learn reading by “abstracting information from observing others, make decisions about the
behavior to enact” (p. 372). Teachers provide a literacy filled environment and opportunities to
acquire symbols to build verbal and visual codes (Gredler, 2009). In the social cognitive
classroom, it is imperative for the student to use his or her cognitive processing and decisionmaking skills to be successful.
Constructivism Reading Instruction
Constructivist view of learning is that children learn by constructing knowledge through
adaptation (Keller, 2011). Piaget states that knowledge is not mere memorization as it has the
EDUCATIONAL SITUATION: TEACHING STUDENTS TO READ
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ability to go beyond what one currently knows and understands. The constructivist reading
teacher designs the classroom instruction to allow students to make meaning of his or her
reading. The classroom is student-centered with activities that are engaging with authentic to
meet individual student needs (Gredler, 2009). In the constructivist classroom the teacher shifts
from the role of instructor to being the facilitator of learning. According to Gredler, the
environment is not restrictive and promotes whole language.
Conclusion
Finally, teachers need to have a strong understanding of learning theories in order to
design and implement effective reading pedagogy. This paper has discussed the impact of
integrating behaviorism, social cognitivism, and constructivism in reading curriculum and
instruction. According to Pinnell (2006), teachers must have a strong knowledge of theory in
order to teach students to read. This knowledge of theory must be applied to and drive the overall
goal of the reading instruction. According to Hall (2009), the goal in reading instruction is for
teachers to “(a) develop the students’ concepts about print, (b) phonics knowledge, (c)
vocabulary knowledge, (d) fluency, and (e) comprehension abilities” (p. 3). Teachers integrating
learning theories into their instruction are likely to develop students who are capable of problem
solving, decision making, reasoning, and answering abstract questions.
EDUCATIONAL SITUATION: TEACHING STUDENTS TO READ
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References
Gredler, M. E. (2008). Learning and instruction: Theory into practice, 6th Edition.
[VitalSource Bookshelf version]. Retrieved from
http://legacy.vitalsource.com/books/9781323145135/outline/1
Hall, L. (2009, December). Prevalent theories in reading instruction. Learning and Teaching
Reading, 1-15. Retrieved from http://www.education.com/reference/article/learning-andteaching-reading
Keller, D. (2011, February). Constructivism. Teaching and Learning Resources,
Retrieved from http://www.teachinglearningresources.pbworks.com
Pinnell, G. S. (2006). Every child a reader: What one teacher can do. Reading Teacher, 60(1),
78-83. doi:10.1598/RT.60.1.9
9.45
10 Possible Points
Individual: Educational Situation
Feed Forward
I can see by this assignments that you are well grounded in how these theories relate to practical
applications in a learning environment. Continue to focus on how each of these assignments link from one
week to the next. As you prepare to work on your dissertation, the information from this course will fit into
any study. Relating information to your overall personal learning process, will help you make better
connections to how they apply in whatever field of study you will focus on in your dissertation.
Doctoral Paper Grading Rubric
Criteria
Percents
Possible
Points
Points
Earned
Depth Of Scholarship
10%
1
0.8
Word count range: 750-1200
0.2
0.2
describes the educational/training scenario in
depth
0.2
0.2
includes analysis of scenario based on the
different theories and interaction of these
theories in about the learning process
0.2
0.2
has at least 3 learning or developmental
theories and how they interrelate
0.2
0.2
Comment
Assignments should represent the learner’s
careful, thoughtful efforts to cover the key
elements of the topic thoroughly. Content
should go beyond mere description or
regurgitation. The work should be thematic and
based on an analytical framework of the
learner’s choosing.
Key Elements
You incorporated the course learning
based on at least 3 of the learning
theories you have been studying the
past three weeks and applying those
theories into a learning situation, in your
reading classes. You failed to include
how additional theories could be applied
to help improve the instructional
EDUCATIONAL SITUATION: TEACHING STUDENTS TO READ
shows improvements that could be made by
applying other theories
15%
0.2
0
1.5
1.5
Demonstrated originality of thought in the
discussion of the application of the theories in a
learning environment.
0.75
0.75
Enlarged upon each of the sources' authors’
points of view (at least 3).
0.75
0.75
1.5
1.4
0.75
0.7
0.75
0.7
1.5
1.5
0.75
0.75
0.75
0.75
1.5
1.5
0.75
0.75
0.75
0.75
1
0.9
Utilized a strong organizational structure.
0.5
0.45
Covered the facts in a logical and consistent
manner.
0.5
0.45
2
1.85
0.7
0.65
0.65
0.55
0.65
0.65
10
9.45
Originality of ideas and research
Theoretical and conceptual framework
15%
Contributed substantive value to the
understanding of the information provided
Related the theories and concepts to the
evaluation process.
15%
Use of literature
Supported the assertions of needed changes
with peer- reviewed literature.
Used appropriate, timely, and adequate
literature.
Substantive value
15%
Contributed substantive value to the
understanding of the concepts discussed based
on course learning.
Presented information in a manner that would
convince others of the point of view
established.
Clarity and logic of presentation
Grammar and adherence to APA format
10%
20%
Sentences, paragraphs structures and words
used add to the organization of the document.
Followed all rules governing grammar, spelling,
and standard usage of American English.
Followed all formatting guidelines of APA 6th
ed.
Total Score
100%
7
program.
The paper demonstrated originality of
ideas in the development of this
assignment. The example you used
certainly did illustrate how learning
theories are incorporated in this
situation.
The information provided established an
understanding of the concepts learned
through course reading and class
discussions. Leaving out improvements
needed affected this area as well.
Good use of your resources and your
own ideas were expanded on sufficiently
to demonstrate learning.
The information gleaned from this
assignment will be useful in all areas of
the importance of matching instructional
activities to student abilities.
Your paper flowed well. The use of
subheadings helped create better
transitioning from one area to the next.
You showed good improvement, but you
may need to use the WritePoint
Grammerly software several times until
you remove the majority of your errors.